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PEOPLEDEVELOPMENTPROGRAMA guide to blended learningDeveloped by Paulo Goelzer, Ph.D. and Ana Velázquez, M.A.

Chicago, Illinois, USA 9/28/2010

________________________________________________________________________________________________________ People Development Program, July 2010 2

IGA Coca-Cola Institute8745 West Higgins Road, Suite 350Chicago, IL 60631

p. 773.695.2611p. 800.321.5442f. 773.693.9178

[email protected]

Copyright © design by Faith Tittle

People Development Program, a guide to blended learning © 2010 by IGA Institute. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher, except as expressly permitted on the reproducible worksheets and slides or in the case of brief quotations embedded in critical articles or reviews.

This manual presents the interacting components of a blended training program and describes the best practices of a successful learning culture.

It is designed for the busy food retail professional who wants guidance and practical advice when improving store operations through people development.


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Overview

How to Implement a Blended Training Program

Career Development Templates

How To: Step-by-Step Process

Appendices and Bibliography

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5

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1Table of Contents

PART

“If you always do what you’ve always done, you will always get what you’ve always gotten.” - Anthony Robbins

Traditionally, the reason for training has been to ensure that associates effectively perform their jobs. However, today that purpose has expanded. Success in business means providing quality products and great customer service at a good price. It means keeping up with rapid changes in technology, attending to consumers’ needs and staying ahead of the competition. To do this, you need a skilled team whose job requires making judgments, taking creative action, handling oversights and understanding business priorities. To achieve this it is necessary that they receive quality training.

Everyone needs to improve their skills—whether they are just beginning their career, or they are associates with many years of experience. Offering training in your store demonstrates your interest in the people who work there. It shows you want them to grow and are willing to prove it by cultivating bankable skills.Training helps your organization to: • Stay competitive • Increase productivity • Reduce shrink • Improve customer service • Maintain quality in times of change • Enhance company culture • Increase retention • Improve communications • Build work teams • Build leadership

1“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.”- Alvin Toffler

Introduction

OVERVIEW: THE PRACTICES OF ASUCCESSFUL LEARNING CULTURE1PART


Knowles defined six assumptions aboutadult learning:• Before they learn it, adults need to know

why something is important• The adult concept of self does not like

others imposing their will upon them.• Adults have a wealth of knowledge

and experience, and they want that knowledge to be recognized.

• Adults have a desire to learn when they know that learning will help them with real problems.

• Adults want to know how learning will help them in their personal lives.

• Adults respond to external motivations, such as as the prospect of a promotion or an increase in salary.

Blended learning is “the use of two or more distinct methods of training.” This may include combinations such as: blending classroom instruction with on-line instruc-tion, blending on-line instruction with access to a coach or faculty member, blend-ing simulations with structured courses, blending on-the-job training with brown bag informal sessions, and/or blending managerial coaching with e-learning activ-ities (Elliot Masie). Masie says, “People are not single-method learners!” Because of this it is inevitable that we use more than one method in the learning process.

“The magic is in the mix,” meaning training becomes 30% more efficient by combining different delivery modali-ties. Even the addition of a single training methodhasasignificantimpactonlearn-ing results.

TEAM

ORGANIZATION

INDIVIDUAL

Additionally, organizations must act in accordance with government regulations, making it essential that employees are in compliance with training requirements.

Developing a Learning CultureRetailers must evolve over time. When doing this, they face two basic challenges: Integrating individuals into an effective whole Prospering by effectively adapting to the market.Individuals and teams need to find solutions if they wish to improve over time. An organization’s learning culture forms when individuals engage in collective learning that is understood as their way of doing and being.

Training Basics“Training refers to a planned effort by a company to facilitate associates to learn job- related competencies. These competencies include knowledge, skills or behaviors that are critical to job performance.” - Raymond Noe

Adult Learning PrinciplesMalcolm Knowles is often regarded as the father of adult learning. According to Knowles, andragogy (the art and science of teaching adults) should rec-ognize that adults learn differently than children; as a result, they need to be treated differently (1984).__

Blended Learning

________________________________________________________________________________________________________ People Development Program, July 2010


Training hours per assoc. Wegman’s training hours per assoc. Percentage of payroll% of training hours in a classroom External services

Benchmark Best30 hrs/year

2.33%30.28%30%

36 hrs/year50 hrs/year2.97%35.86%

Source: ASTD 2007/Fortune 2008

Training

U.S. Retail Industry Training Averages

70% of employers provide some form of formal training. Source: Monthly Labor Review


constraints, and classroom training is time-consuming and interruptive. g) Monetary costs: The development of new content on demand can be very costly. Online TrainingLike classroom training, the purpose of online training is to deliver instruction: A structured set of activities designed to achieve specific learning outcomes. Online training is defined as “the deliveryof a learning, training or education program by electronic means” (Stockley, 2006). It is also known as e-learning_or web-based instruction (WBI).

The delivery of content via the Internet reaches people who are geographically dispersed. This allows for large numbers of learners to participate in a course. It can improve theefficiencyoftraining, enabling more instruction to be delivered to more people at a lower cost. Courses can be divided into smaller instructional chunks,whichgivelearnersmoreflexibil-ity when selecting training components that precisely meet their needs. The ability to update online training the moment content changes increases an

Classroom TrainingWhen most people think of training, they think about classrooms, the most popular method to facilitate learning. The benefitsofclassroomtraininghavebeenwell established. Classrooms provide great opportunities for teamwork, group problem-solving and friendship among participants. The development and deliv-ery of classroom training can be quick, especially for small groups. Instructors can observe and provide expert feedback and serve as mentors and coaches. They can facilitate in-depth discussions and set the stage for case studies, simulations and role play.

Limitations of the classroom model:a) Classroom space and instructor avail-ability: Space and availability determine how many students can be trained. There are more recurrent costs than with other methods. The more students you train, the more expensive the training program. b) Cannot be tailored to every individual’s needs:Itisdifficulttoassembleahomoge-neous class that meets the needs of every student. Consequentially, some students become bored, others cannot keep up and many may view part of the course as irrelevant.c) Inflexible scheduling: Learners must waitforaspecificclassstartdateortravel toaspecificlocation.d) Lack of qualified instructors:Itisdifficult tofindinstructorswhohavethenecessary experience to teach and advise learners. e) Content inconsistency: The experiences and teaching skills of instructors vary; different groups of students could be taught very different things. f) An interruptive and time consuming schedule: Learners are often under time

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Online Learning Benefits

For the Company:• Less time away from the job• Reduced travel expenses• Reduced cost per student• Consistent and accurate• Reduced training time• Easily updated information• Real-time performance reports• Measurable results (testing)

For the Learner:• Efficient learning• Flexibility (time, location)• Accessibility• Convenience• Self-paced• Timely information• Ability to track progress• Content delivered in easy to understand “chunks”

organization’s ability to meet the needs of dispersed people, particularly those who rely on accurate content to do their jobs. Using technology to deliver consistent training to all who need it can ensure that no critical content falls through the cracks.Research on the use of online learning in information systems courses suggests that students using web-based courses perform as well as or better than those using classroom training (Andriole, 1997 and Benbunan-Fich, 2003). Science course students and comparative research in education courses delivered by the In-ternet suggest that learning and satisfac-tion outcomes are also comparable to that of the classroom (Arbaugh, 2005).

On-the-Job Training __ On-the-job training (OJT) is one-on-one training in which an experienced associate shows a novice how to do a task (Sleight, 1993). Because of its simplicity, this informal procedure is commonly used intoday’s workplace. OJT is cheap and straight-forward, and trainees can easily understand how to apply the lessons they

learn. It can be offered by peers and manag-ers, and it can be adjusted to the experience and abilities of the learner.

Limitations of the OJT model:a) On the downside, experienced as-sociates are unable to accomplish any productive work while performing OJT. b)The experienced associate in charge of the lesson may not have the necessary tea-ching skills to successfully train novices. c) The experienced associate may pass on bad habits or consider training a time imposition.

Coaching and MentoringCoaching and mentoring are great opportunities for learning. In this training modality, relationships are developed between a learner and a trusted advisor. However, because both coaching and mentoring involve the transfer of a skill or piece of knowledge, they are often misconstrued as interchangeable, when infact they are very different concepts. The distinction can be summarized as follows:• Coaching focuses on a specific set

of problems, or the “results of the job.” Coaches explore solutions and opportunities that employees can use, andlinkperformancewithaspecificagenda (Megginson, 1995).

Principles of OJTPreparing for Instruction1. Break down the job into important steps.2. Prepare the necessary equipment, materials and supplies.3. Decide how much time you will devote to OJT and when you expect the associates to be competent in the skills learned.Actual Instruction1. Inform trainees of the task objective and then demonstrate it.2. Show the trainees how to do it; don’t just tell them. 3. Explain the key points and behaviors. Write them out. 4. Repeat the demonstration. 5. Have the trainees perform one or more parts of the task; praise them for correct reproduction.6. Have the trainees perform the entire task; praise them for correct reproduction.7. Have the trainees practice until accurate reproduction is achieved.8. Praise the trainees for their success in learning the task. Source: Noe, Raymond. Employee Training and Development, McGraw-Hill, 2008

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• Mentoring zeros in on the individual, focusing on the present while keeping an eye on the future (Megginson, 1995). A mentor is like a sounding-board; he or she may give advice, but theprotégéinfluencesthechoiceofwhere to go and grow as an individual. Mentoring encompasses coaching. It focuses on the individual and his or her performance within a context of objectives (Lewis, 1996).

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1Mentors exist only for career development. Sometimes the mentor

focuses on formal career development. Sometimes the mentor is a teacher, coun- selor and friend. Some mentors assume all these roles to enhance personal and professional development.

2You only need one mentor. We can have multiple mentors in our lives.

Different mentors provide different things and tap different facets.

3Mentoring is a one-way process. Learning flows both ways. The

mentor often learns from the protégé, so growth is reciprocal.

4A mentor has to be older than the protégé. Age does not matter.

Experience and wisdom matter. Do not deprive yourself of learning opportunities from others who have rich experiences.

5A mentor has to be the same gender and race as the protégé. The pur-

pose of mentoring is to learn. Do not deprive yourself. Seek mentors who are different from you.

6Mentoring relationships just happen. Being in the right place at the right

time can help. But the key to selecting a

Top 10 myths about mentors:

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good mentor is what (not whom) you need. Do not be afraid to actively seek a mentor.

7Highly profiled people make the best mentors. Prestige and success

can be good, but good advice, leadership styles and work ethics vary between individuals. Good mentors are people who challenge you according to your needs, readiness and aspirations.

8Once a mentor, always a mentor. Over time, the mentor should pull

back and let the protégé go his or her own way. Although they may maintain contact, the relationship changes.

9Mentoring is a complicated process. The most complicated part is getting

out of a bad mentor relationship. If the relationshipisnotproductive,findatactful way to disengage.

10Mentor-protégé expectations are the same for everyone. Individuals

seek mentors for the same reasons: resourc-es, visibility, enhanced skills and counsel. But each individual brings different expectations. The key is in understanding where the protégé is now, not where he or she should be (Bohlander, Snell and Sherman, 2001).

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From authority to facilitator:• Listen and understand • Set goals and scope• Provide a non-judgmental point-of-view• Facilitate lasting and positive change• Be a role model• Improve personal competences

From passive receiver to active learner:• Be willing to change• Be open-minded and humble• Gather feedback• Follow direction• Do homework• Avoid mentor dependency • Influence learning direction

Mentoring RelationshipMentor Protégé



Keys to Training Success

Simply hanging up a sign that says a training program is available will not guarantee success. A successful training program must have the following: • Support from the top. Without com-

mitment from top management, train-ing will be nothing more than a pre-tense. All levels of the company must understand that training is a process and not a single event or lesson. A well-designed training program can-not overcome a lack of support.

• Point of differentiation. Alignment with store goals. Training must be con-nected to the store’s mission, strategy and performance. Training intitiative andcontentmustreflectthestoregoals. Much like popular diets, people be-come excited, try it and soon quit if it’s not properly aligned to their goals.

• Appropriate delivery options.There are many ways to deliver train-ing: one-on-one time, classrooms, OJT, mentoring and online course-

work. Choose the most effective blend for your team considering your objectives, timing and resources. Online training supports other learning meth-ods, because it can be completed at an associates desired pace; it is flexible, consistentandcostefficient.

• Follow up. “You can only expect what you inspect.” This means managers must hold themselves and their associates accountable. Metrics and system checks are required, and managers should regularly track how the training program is progressing.

PART

Introduction Effective training stems from a learning atmosphere designed to produce change.

Laying a basic foundation and then building a strong framework is the key to a successful program. As proven by the classic 1924-1932 Western Electric Haw-thorne studies, no single factor affects associate behavior, but a system of related factors does.

Many factors contribute to the success of retailers with thriving training pro-grams. The four-step cycle to the right describes a set of actions that will guide you through the development of a pro-gramthatwillfityourorganization.

HOW TO IMPLEMENT A BLENDED TRAINING PROGRAM2PART

Step 1:Discover& Align

Step 2:Plan

Step 4: Review

How to impletment a

BLENDED TRAINING PROGRAM

Step 3: Do

Step 1: Discover & Align1. What are your organization’s

mission, strengths and business goals?

2. Define training goals.

Step 2: Plan1. Define objectives.2. Blend modalities.3. Organize structure.4. Establish policies.5. Secure accountability.

Step 3: Do1. Launch the program.2. Do maintenence.3. Track use.4. Look for discrepencies.5. Enforce policies.

Step 4: Review1. Continue marketing.2. Show adaptability.3. Acknowledge errors.

Step 5: Realign1. Return to step one.2. Repeat the blended

training program.

STEP BY STEP: How to implement a blended training program


Why is this step necessary? This step is necessary because training cannot fix motivational issues, but it can ad-dressskilldeficits.Confirmyourfindings, then build a comprehensive knowledge bank of available training requirements and resources. Review existing facilities and materials, such as procedure manu-als, reference materials, equipment, docu-mentation, job descriptions and current training materials. Review the Institute’s online course descriptions. If you do not have job descriptions in this book, check the Institute’s online library of supermar-ket job descriptions. Engage managers, and specialists should deliver part of the training; they will become mentors and coaches themselves.

The identification of resources also requires appraising off-the-shelf courses, classes and solutions, such as the IGA Institute. A complete learning manage-ment solution like the Institute offers tools that are a vital part of a successful people development program, including:• Curriculums• Management tools• Gradebooks• Registration tools

Identifythespecificknowledge,skillsandbehaviors that should be acquired by the end of training.

Step 1: Discover and Align

What are your business goals? What are your company’s strengths? What is your company’s reputation? What keeps your company in business?

Ask yourself these questions and defineyour business goals. If you do not have any, then develop goals—write them down. Training should be aligned with the company’s overall mission and support its goals in order to build and maintain a competitive advantage.

Meet with the key people in your organi-zation to discuss and clarify expectations for your training program. Identify the steps necessary to make it a success.

After aligning the company goals with human resources/training goals, system-atically determine what behaviors are critical to the success of the store. Assess identified behavioral gaps to determineif a skill or motivational deficit exists. This may require observation and inter-views with associates, subject matter spe-cialists and shoppers.

Critical Behaviors Behavior Gaps

Cleanliness Store Parking Lot

Punctuality Weekend Staff

• Reports• Testing• Courses

Goal 1: Expense ReductionIf your business goals are linked to expense reduction, then your training efforts should focus on decreasing error and shrink while increasing associate productivity.Goal 2: Revenue GenerationIf your goals are linked to revenue generation, then your training efforts should focus on sales training, attaining customer satisfaction and product information courses that focus on consumer returns.

Alignment Examples



Step 2.1 Define ObjectivesWith your list of specific knowledgeskills and behaviors you can begin to develop a process that will evaluate the effectiveness of the training (testing, performance evaluation simulations, interviews). Estimate the training time frame, the number of learning hours, the courses and people being trained and the cost of in-person days and funds.

“To be effective, a strategy has to be con-structed and owned by those who will execute it.” - Bossidy, 2002

Once you understand your organization’s mission and align its goals and needed behaviors, it is time to prepare your implementation plan.

Step 2: Plan

You should set course assignment policies that match the organizational objec-tives you identified in Step 1. The following instructions will guide you through this decision-making process:1. Create a curriculum. Review your current training offerings and design a targeted

training plan for the associates that meets the identified knowedge, skills, and behaviors. This guide provides you with:

• Curriculum recommendations• Careers plans• A student training plan template

This can be accomplished by consulting the Curriculum Recommendations (p.16) and by preparing an individualized Student Training Plan (p.79), which you can give to students so they can track their progress.

2. Plan how you will track student progress. The Institute launches new courses on a monthly schedule. You should assign the relevant courses to your staff. Can you tie the tracking process to other review processes that are already in place in your store? Use system reports to track online training progress. Will students present their certificates, or will you run the report?

3. Determine a new course registration process. How should you assign new courses to students? Who should be in charge of assigning the courses?

4. Determine if your company needs compliance training. What are your company’s compliance needs? The Institute offers a number of courses that focus on compliance training, including Food Safety and Sanitation, NY Food Safety and Sanitation, NY Tobacco Law Compliance and Sexual Harassment.

5. Consider customization. The Institute makes customization easy. Free-of-cost customization includes updating new and existing content to benefit all users; cost-recovery customization includes creating exclusive courses for your organization, customizing content to your specific needs or matching the online course’s look and feel to your company’s branding elements.

What will the course assignments be?

LMS




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Supermarket Online Training Curriculum RecommendationsLevel 1 - Introductory

Welcome to Online Training Customer Service and Professionalism I Customer Service and Professionalism II Food Safety and Sanitation Basics Introduction to Food and Health Store Safety I Stress Management Welcome to IGA

Tobacco Compliance - New York Certified

Specialty

Five Star Assessment Program Tutorial New York Food Safety and Sanitation - FP00040

Level 2 - Supervisory

Alcohol Sales Awareness Cashier Courtesy Clerk Tobacco Sales Awareness WIC Cashier Basics

Frozen Foods and Dairy Clerk Grocery Stocker

Bakery Clerk Deli Clerk Floral Clerk Meat Wrapper Produce ClerkFu

ncti

ons

Assistant Bakery Manager Assistant Deli Manager Cheese Specialist Meat Apprentice - An Introduction

Beer Connoisseur Curriculum Non-Alcoholic Beverages Department Non-Alcoholic Beverages Department - Soft Drinks Look of Success Initiative Program Curriculum

Func

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PerishablesFront End

PerishablesFront End

Food Safety and Sanitation Curriculum Loss Prevention Promotions and Merchandising

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Level 3 - Department Management

Level 4 - Store Management

Welcome to Training for Managers Category Management Food Retailing Today Sexual Harassment Store Safety II WIC Administrative Procedures

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Fresh Imperative - Asia, The Future of Food and Health, The Management Best Practices Managing People Retention and Turnover Servant Leadership Presentation Shopping Occasions

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Specialty

Grocery

Grocery

2.2 Blend ModalitiesOnline training should be combined with current instructional modalities within your organization. Online training can complement coaching, mentoring, class-room and OJT training programs. Always select the best modalities for the content and the students. A balanced combination ofthesedifferentmodalitieswilldefinehowyou maximize your people development. A program combining two or more meth-ods is likely to disseminate the message better than one method alone.

“The retention rate of trainees was raised about 20% using ordinary training room methods to about 75% using blended learning.” - G. Millbank

Adding just one modality increases re-sults by 30%. For this reason, it is im-portant to provide more than one way of addressing and meeting each student’s learning style.

Blended Training is the combination of different instructional modalities.

People Performance

CLASSROOM TRAINING

ONLINE TRAINING

MENTORING & COACHING

ON-THE-JOB TRAINING

• The Institute’s online training is designed to teach basic knowledge, concepts and proc-dures that are applicable to the food retailing industry in general. In-house, you should concentrate on teaching knowledge that is unique to your organization.

• Consider content redundancy between in-house and online training.

• If your training program has content that applies to the food retailing industry in general, contact us. We may be able to add the information to our online courses.

Blending the IGA Coca-Cola Institute Online Training Program


Course enrollment

Certificates

Store/organization and administrator registration

Student registration

Reports

Maintenance

STUDENTS

Learning Management System (LMS)

How the online training system works




Organization

Manager & coordinator

Store A Store B

Manager & coordinator

Registered by the Institute

Registered at the store by manager or coordinator

Employee

Manager & coordinatorO

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2.3 Organize StructureYour store and organizational structure should be mirrored in the online training system’s hierarchy, which determines the access rights and content of the reports. When organizing your training structure, consider following three important steps:1. Identify your organization levels.

Organizations with one store typically have one level. However, if you be-long to a multiple-store organization, determine whether you need additional levels for headquarters, regional groups and stores.

2. Determine your system managers and coordinators’ positions. In the Institute’s system a “manager” is a user with access to the reporting tools. This means managers can see the training data of the levels that are below them in the hierarchy. For a complete job description for manag-ers or training coordinators see p.29.

3. Request the setup of your hierarchy. Register stores, managers and coordi-nators online at www.igainstitute.com. Ifyouhavefiveormoreregistrations,

you can use the Registration Worksheet (p.77) to send your store and managers’ information.

After processing your registration, the In-stitutewillsendyouaconfirmationemailthat includes store codes for each of your business units (orgs., h.q., stores) and usernames and passwords for your man-agers and coordinators.

LMS

HIE

RARC

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Headquarters 12345

HQ - 12345

Rose

Manager - 678910

Joe

Store 1 - 678910

Employee

Mark account

Beth account

“Business units” HQ or stores

User accounts

“Knowledge positions” User groups

KEY LMS



Username PasswordFull name = johnsmith Store acronym + last 4 digits of SS = bb1234Initials + employee # = js1234 Mother’s maiden name = bakerLast name + initials = smithjm Store acronym + hire date = IM12408

2.4 Establish PoliciesWhile establishing your training policies, make sure you take the time to learn and demonstrate the system. Visit the Inst- itute’s website and learn how to log on, take post-tests, drop courses and access gradebooks and diplomas. You can learn all of this by enrolling in the Welcome to Web-Based Training and Welcome to Training for Managers courses.

WHO will register the students? In the Institute’s system, “students” (em-ployees) are defined as those individu-als who will only use the online training systemtotakecourses.Theyshouldfirstberegistered at the store by a manager or an online training coordinator. Consider the following policies:1. Registration policy: Provide centralized

registration. Centralized - One person will be reponsible for managing registrations for the whole store. Decentralized - Various groups _ within the organization will be responsible for their employee registrations.

2. Store code policy: Determine who will have access to the store code. Manager training Coordinator

3. Email address policy: What email address will students use when registering? The system’s automated notifications and requested pass-words will be sent to this email

address. You can use more than one address, separated by a semicolon. Student’s personal email address Company email address for all personnel Both

4. Username and password format: Create a format that will work for your organization. It must be easy to remember and applicable for all students (view the examples in the table at the bottom of the page). __ Username Password

Consider distributing student registration cards (see image below). These cards re-mind students of important Institute and local training information (like their user-name, password and contact information).

Date In Out Student Authorized By Computer Sign-Up Sheet


WHERE will students train? Stu-dents need a place to complete their online coursework, a facility with Internet access. The student’s home A public library The company’s central training location At work

How to set up training at work:1. Provide necessary equipment. This

means a computer with Internet access, audio and video capabilities, and an up-to-date Flash player. See the Technical Requirements Sheet (p.76) for a complete list of requirements.

2. Set up a training area. This is where students can work undisturbed, away from loud conversations. Be sure to provide good lighting and head-phones if necessary

3. Have a schedule. Consider using a Computer Sign-Up Sheet (p.80), which allows students and supervisors to schedule their training sessions.

WHEN will students train? There are many options for when training takes place. It can happen during the student’s normal work shift, in addition to their work shift or even on their own time. No matter what policy you choose, be sure to work out a way for the student to be compensated for their time.

When to train: During shift Training time different from shift On their own time

How to compensate students for their training time:• Pay per hour. The student is com-

pensated for the actual amount of time he or she spends working on the course.

• Estimated duration times. The Inst- itute provides estimated duration times in the description of each course. A student could be paid for the estimat-ed duration time, regardless of how long he or she actually took to com-plete the course.

• A flat rate. The organization pays a standardized amount for every course completion.

• Time off. The student will have time off equal to the time spent on the course.

HOW to develop motivational policiesTrainee readiness is critical to the learn-ing process, but training is ineffective when there is a lack of motivation. “If there are no consequences or contingencies of reinforcement in place for the desired behaviors to be maintained, only modest improvements resulting from the training can be expected” (Perlow, 2001).

Motivationisdefinedasapsychologicalforce that determines direction of behavior, level of effort and level of persistence in the face of obstacles. There are two possible types of motivational programs: directed and voluntary. Directed Programs are enforced by man-agement and are preferred by about 80% of organizations. A directed program makestraininganofficialrequirementof

Career Development Templates (p.27) 1. Training

Coordinator2. Bakery Clerk3. Cashier4. Courtesy Clerk5. Deli Clerk6. Floral Clerk7. Frozen Foods &

Dairy Clerk8. Grocery Stocker9. Meat Apprentice

10. Produce Clerk11. Store Manager


2.5 Secure Accountability Who is going to manage the program? Associates who are simply “doing what they’re told” prevent the company from empowering them to meet customer needs and build competitive advantage. Ac-countability counters this by forming an explicit or implicit agreement between an associate and his or her manager to help deliver and take responsibility of results. The Institute’s online training program requires that you determine a chain of accountability because, like a chain, accountability is only as strong as its weakest link. Organizational account-ability exists when the whole team acts to promote and deliver results.

An online training initiative needs to have individual(s)tofulfillthesefourroles:• Sponsor: This person, usually an owner

or manager, sponsors and sells the program at the organization/store level, establishes goals, tracks the program and has the authority to enforce it.

• Online training coordinator: See job description (p. 29). This person is the first line of contact, the Institute’s representative within the store. He or she sells the program at the individual level and promotes online training, trains new users and is the go-to per-son for online training questions. Du-ties might include registering students, running reports, assigning courses, following up with reminders, tracking and requesting student deactivation and changing names and store assignments.

• Internet Savvy Support: This person can help with technical questions that may go beyond the training coordinator’stechnical expertise. He or she is someone on staff who is competent with technology.

your organization. It might make training a condition of employment or a re-quirement for promotion, pay-increase, cross-training or increased responsibil-ity. Directed programs pay for training time and may be a part of an onboarding program or performance review.

A directed program is well suited to career development (p.27), which is an organized approach used to match employee goals with business needs. The purpose of career development is to establish mutual goal setting and planning, enhance each associate’s current job performance and enable associates to take advantage of future job opportunities.

Voluntary programs are optional and tend to be harder to manage and control. This is because you become a marketer: selling, ex- plaining and promoting to enlist volunteers. One way this can be accomplished is through recognition policies that acknowl-edge the hardwork of your associates. Talented, trained people stay in an organization that appreciates them. When definingyourmotivationalpolicies,con-sider the following questions:• Who should you reward? Individuals

(top students) and/or teams (region, store, work shift, department).

• How should you reward them? By number or percentage of course completions.

• When should you reward them? Rewards are most effective when the accomplishment is fresh in the minds of the associates (monthly, quarterly, yearly, after reaching certain goals or after completing store-defined cur-riculums).

• Students: Everyone on staff should become an online training student.

Monetary Rewards


• Cash reward: $25 gift certifi-cate, additional paid hours.

• Gifts: Lottery tickets, pins, mugs, etc.

• Professional growth: Schol-arships, assignments or tasks that could enrich the stu-dent’s work. Reward points for off-site training, such as attendance at the Internation-al Supermarket Management Class.

• Wish fulfillment: Ask the student to write down six ways he or she would like to be rewarded. The only rule: half of the ideas must be low or no cost.

• Professional interests: Gift a subscription to the student’s favorite business magazine, which satisfies his or her need for information.

• Special event: Have a “Top Student Breakfast” for the department, team or indi-vidual. At the breakfast, ask for feedback on how you can improve the program.

• Public recognition: Display wall (diplomas or board stars), pin, company newsletter.

• Private time with you or another mentor: Have a career conversation over lunch. Ask the student:

1. What can I do to be more supportive? How can I further help you at work?

2. What do you enjoy most about your job? What do you enjoy the least?

3. Which one of your talents have I not yet used?4. What does success mean to you?5. What do you see yourself doing in the future?

• Representing the company: Give students the chance to attend an outside conference or semi-nar designed for their affinity group.

• Recognizing family: Give the student a prepaid phone card during the holiday season, or give a free pass for a specified number of days or hours off; the student can use the pass to attend family school programs or sport activities.

• A priceless introduction: Ask the student for the name of someone in the organization that he or she would like to meet, chat with and learn more about. Make an introduction.

• Opportunities for new learning: Brainstorm an opportunity hit list with the student about grow-ing, learning and stretching in some way.

• The starring role: Give the student a chance to lead a project you have been hoarding for yourself. Offer the spotlight, yield and coach when necessary.

(Adapted from Kaye and Jordan-Evans’ “The ABCs of Management Gift-Giving”)

Monetary Rewards Non-Monetary Rewards

Special Recognitions



Step 3: Do

3.1 Launch the programHow can you help ensure a smooth launch of a new online training program? Inform management that the program exists and oversee their expectations. Be sure to train the staff members who will manage the online training; show them their role in making the program work and how to use reports. Tell students why the pro-gram is important and how to enroll.

Reduce fears. Fear of failure keeps a sig-nificant number of people from achiev-ing their goals, so make sure you clarify the program’s policies and procedures.

Itwouldalsobebeneficialformanagersto complete the courses that are relevant to their area before rolling out the pro-gram. Additionally, provide everyone with a Contact List (p. 81), which lets them knowwheretofindassistanceandwhotocontact if they have questions.

How to have a rollout / kickoff meeting:• Explain how learning will be mea-

sured and how reports will take place.• Inform students of how much time it

will take to complete the program.• Explain the company’s training poli-

cies and recognition plans.• Inform students of where they can get

help if they have any questions.• Provide a demo of the actual system.• Present the training program initiative

and its goals.• Explain the technology. Calm every-

one’s fears; this system is designed for people with NO computer experience.

First Time Users: The Institute has found that many students are new to computers and do not have one at home. The online training coordinator should conduct a short session on computer basics, such as using the mouse, logging in and enrolling in courses.

3.2 Maintain and track useA maintenance routine establishes check points that help track and adjust training goals as necessary. Consider the follow-ing areas: • Develop an online training cycle:_

There should be an annual plan for your store’s online training program. Connect the plan with other processes already in place, such as performance reviews, payrolls or promotions. In the left column is an example of an annual cycle.

• Use reports to track progress:___ Determine when reports should be run, who should run them and who should review them. Also consider what actions should take place based on the results of reports. See Reports - Types (p. 65-66).

• Conduct system maintenance: Notify the Institute when an employee leaves the organization, changes stores, changes his or her name or has registered more than once. Only the Institute’s administrator can correct these issues. Assign new courses to employees._ Establish a process to register new _ employees and remove those who are no longer with the company. _

Avoid becoming a “flavor of the month” initiative!A rollout meeting and big launch may grab your employees’ attention, but alone, it is not enough. You do not want your training program to be perceived as a “flavorofthemonth”initiative,something that holds people’s interest for a short time, only to fall by the wayside later.

Market and communicate the

program to the team. Your online

training program only has one

chance to make a good first

impression. Make it count!


Avoid this by consistently tracking and analyzing the team, store performance and training usage; collect credible data on training outcomes and report results; do not forget to update student data in the system. All of these actions should pro-vide you with excellent insight into the program’s progress.

Properly introduce new students to the system and the store’s online training policies. Keep in mind that online courses are continuously updated, so new and up-dated courses are also relevant to previ-ous and current students.

3.3 Look out for discrepancies• Double registrations: Students some-

times forget their login information or whethertheyareregisteredinthefirst place. Instead of retrieving their login information, they will often make the mistake of registering again and end-ing up with two separate records that must be managed. This is especially difficult if they have course comple-tions under both registrations. As with any database, the two sets of records cannot be merged, so make sure you prevent double registrations from oc-curringinthefirstplace.

• Multiple users using the same login: Students sometimes share usernames and passwords. This is problematic, because it will only give course com-pletion credit to the registered user. Certificates are automatically gener-ated and will only display the name of the registered user. When multiple stu-dents are using the same registration, there is no way to track who did what work, and not all of the students will receive the credit they deserve.

• Using the wrong store code: When registering a new student, check the confirmationnoticethatindicatesthename of the organization or store. If the student is registered under the wrong store, contact the Institute immediately (this is an easy fix). However, if the student completes coursework under the wrong store registration, then that store will be credited with the course completion. Thiserrorisdifficulttotracebecausethe student’s gradebook will main-tain the completion.

• Unauthorized use of the store code: When students have access to the store code, they can register other individuals that are not related to the organization, such as family members and friends. If the student leaves the organization, they can use the store code to register competitors.

• Non-employees having access: Online training is a valuable resource; all students and managers are responsible for using it appropriately. Sharing it with unauthorized personnel should be strictly prohibited.

1st Quarter Manager:

Establish training goals for the year.

Coordinator: Conduct system

maintenance.

Supervisors: Assign training and discuss the student

training plan.

Students: Start training.

2nd Quarter Coordinator:

Oversee system maintenance.

Supervisors: Report staff

training progress.

Students: Work towards

training requirements.

3rd Quarter Manager:

Check training goals’ progress.


maintenance.


training progress.

Students: Work towards

training requirements.

4th Quarter Manager:

Evaluate the success of training goals.


maintenance.


training progress.

Students: Work towards training

requirements.

MAINENANCE ANNUAL CYCLE



Step 4: Review

4.1 Continue to market Marketing executives understand that a single incident of marketing exposure is not enough, no matter how compelling the message. Effective advertising repeats the message many times, constantly building understanding.

Itwouldbebeneficialtodevelopagraphic representation of your training imple-mentation—a memorable image that outlines how the program works as well as the goals of training. Consider utilizing common communication methods, such as the message board in the break room, your company newsletter and/or websites.

When marketing the program, do not forget to include the managers and supervisors who are in charge of it. Great training programs cannot survive in an antagonistic atmosphere, and creating a positive, productive environment starts at the top.

4.2 Show adaptabilityWhen a store spends a lot of time us-ing a system, new ideas are often gen-erated. Ask trusted coworkers about their perceptions. Show adaptabil-ity by reviewing the program. Re-design policies, reward students and blend modalities. Keep in mind that many factors—from shifting market conditions to employees’ personnel issues —can affect the organization and, con-sequently, the training program. 4.3 Acknowledge ErrorsExamine what happened during the last period. Celebrate and further develop successes while acknowledging mistakes by constructively responding and re-aligning the program. Avoid getting stuck in a “blame game.” Continue to take risks, and push the organization forward, constantly improving, updating and perfecting your program.

PART

Career Development TemplatesEmployee turnover in the food retail industry has soared to the highest levels of the decade. According to the Coca-Cola Retailing Research Council study, “New Ideas for Retaining Store-Level Employees,” the annual employee turn-over cost for a typical supermarket is almost $190,000 and exceeds the entire industry’sannualprofitbymorethan40%.

The study found that a key way to retain employees and prevent turnover is by providing effective training and opportu-nities for advancement.

The following Career Development Tem-plates are a starting point—a way to plan a path of career growth for your managers and associates.

Templates in this section are for the following positions:

• Training Coordinator• Bakery Clerk• Cashier• Courtesy Clerk• Deli Clerk• Floral Clerk• Frozen Foods and Dairy Clerk• Grocery Stocker• Meat Apprentice• Produce • Retail Store Manager

________________________________________________________________________________________________________ People Development Program, July 2010 27 ________________________________________________________________________________________________________ People Development Program, July 2010 ________________________________________________________________________________________________________ People Development Program, July 2010 27

CAREER DEVELOPMENT TEMPLATESAND DETAILED JOB DESCRIPTIONS3PART


COMPETENCIESSkills/Experience

• Strongattentiontodetailandorganization• Abilitytohandlemultipleprojectsandprioritiesinaprofessionalandtimelymanner• Consistencywithprocessesanddailytasks• Self-starte;usesaproactiveapproachwhenresolvingproblemsandissues• Excellentoralandwrittencommunicationskills• Abilitytoread,analyzeandinterpretgeneralinformationanddata• Abilitytointeractwithalllevelsofpersonnel;treatallwithdignityandrespect;openand receptive to their needs • Troubleshootingskills• Abilitytoeffectivelypresentinformationinaclearmanner,demonstrateproceduresandrespond to questions • Computerandinternetskills

Knowledge

• Understandingofthestore’strainingpolicies,practicesandactivities• Knowledgeofallonlinetrainingcourses• Expertisewithonlinetrainingprogramfunctionalities• Understandingofadultlearningstyles(preferred)• Knowledgeoftheretailindustry’strainingrequirements(preferred)

ESSENTIAL DUTIES

• Promoteandadvancealearningculturewithintheorganization.• Overseetheonlinetrainingprogram;ensureanindividualizedlearningprogramthat challenges and nurtures each student.• Developandrefinethestore’sonlinetrainingbestpractices.• Responsiblefornewemployeeorientationandtrainingplan.

Job Title: Training Coordinator

Department: General or Human Resources

Summary:Responsible for overseeing the online training program, includ-ing the assessment, plan, implementation, facilitation, tracking and day-to-day operations. Ensures that associates have the required tools, knowledge and skills to perform their jobs and support the store mission. Works with all management and supervisory staff to address changes in the work environment and develop a learning culture. Monitors the effectiveness of training.

Training CoordinatorTo view online, visit http://www.igainstitute.com/resource_center/overview.asp.


• Familiarizeassociateswithestablishedtrainingpolicies,proceduresrulesandregulations.• Promotecompany-widetrainingconsistencybyeducatingthoseinsupervisoryandmanagerial positions; do conduct special training sessions before rolling out to associates.• Workdiligentlytoretainandmotivatepersonnelwhilerecognizingandaddressingtheirconcernsandneeds.• BetheliaisonbetweenthestoreandtheInstitute.• Thoroughlyunderstandandcommunicatetheonlinetrainingprogramtoallpersonnel,inspiring self-development and peer-to-peer learning.• KeepuptodatewiththeInstitute’snewcourses,updatesandmanagementtools;promote within the store.• Manageonlineregistrationsformanagementandstudents.• Workwithmanagers/supervisorstodesignthestudenttrainingplan.• Scheduleblendedtrainingopportunitiesbetweenonlineandon-the-job,coaching,mentoringand other training methods; identify and implement these opportunities.• Maintainthetrainingcalendar(ifapplicable).• Ensuretechnicalresources,trainingmaterialsandsuppliesareavailabletostudents• Tracktrainingprogress;followupwithstudentstokeepthemontrack;ensurecompletionofthe program in a timely, productive manner.

Administration

• Maintainthestoreandemployeerecordsintheonlinetrainingmanagementsystem.• Maintainandupdateallrequiredemployeepaperwork,includingfilingtrainingcertificationsand all other training documentation.• Maintainthehighestlevelofconfidentialityinhandlingemployeeinformation.• Maintaintrainingmaterialsandmakerecommendedimprovementsasnecessary.• PresenttotheInstitutecorrections,additionsordeletionstotheonlinecoursecontent.• Promote,publishandmaintaintheincentiveandrewardprograms,includingthepostingof student accomplishments.

OTHER RESPONSIBILITIES

• Workcloselyandefficientlywithallotherdepartments,particularlyHumanResources.• Communicateregularlywithstoremanagementtoidentifytrainingneedsandaligntraining with company strategy.• Performperiodic“CustomerServiceChecks”atthestoretotracktrainingimpact.• Continuallyfollowupwithassociates,supervisorsandcustomerstoensuretheeffectivenessof trainingprograms;makemodificationstoalignretrainingwithdevelopingneeds.• Participateintrainingactivitiestoincreasepersonalskilllevelsandimproveoverallstore operations and customer service.• Performotherdutiesasassignedbymanagement. EDUCATION

Some college education preferred.

Training Coordinator


Bakery Clerk Development Program

This position provides quality customer service by producing all bakery goods and other related products in an efficient manner that follows store policies. Proper performance of this position is necessary to satisfy each customer’s needs and expectations. A bakery clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’sbakerydepartment,youarewell on your way to becoming a successful bakery clerk and contributing to the overall success of your department.

1. Performdutiesinasafeandefficientmanner. 2. Greet and wait on customers by slicing, packaging and pricing products 3. Recognize and react to customer demands. 4. Take bakery stock to storage or shelving areas. 5. Rotate all Bakery ingredients and merchandise accordance to store policies and productcodedates;alwaysusetheoldestproductsfirst(first-in,first-out). 6. Prepare all baking products and scratch baking mixtures in accordance with department procedures and recipes. 7. Assistinfinishinglayercakes,pastriesandspecialtycakesasnecessary. 8. Load and unload the oven(s); use proper temperatures and duration times to bake goods in accordance with department procedures. 9. Assist in building the department’s displays for maximum sales and turnover; keep displays full. 10. Assist in ordering and maintaining inventory control of ingredients and supplies. 11. Assist in receiving and unloading merchandise. Check products for quality, counts and conditions. 12. Take care of damaged and spoiled products according to department procedures, and assist in controlling the levels of these goods. 13. Maintain shrink logs every day and respond to excessive shrink. 14. Perform price checks as requested. 15. Participate in development activities to increase personal skill levels, as well as overall department processes and customer service. 16. Maintain general housekeeping and a regular sanitation and cleaning program that meets the standards established by the department and all applicable health regulations.


Bakery Clerk Development Program

Additional Courses Completed

Mandatory Courses Completed

Level 1: General Knowledge

Welcome to Online Training

Welcome to IGA

Customer Service and Professionalism I

Customer Service and Professionalism II

Food Safety and Sanitation Basics

Introduction to Food and Health

Store Safety I

Stress Management

Level 1: Functions

Bakery Clerk

Online Training Certificates On-the-Job Training Programs

Associate Name: _____________________________________ Start Date: _______________________Development Period From: __________________________To: ________________________________

Coach/Shadow’s Name: ____________________________________________________________________________________Coach/Shadow’s Name: ____________________________________________________________________________________Approved By: ______________________________________________________________________________________________Approved By: ______________________________________________________________________________________________Date Completed: ___________________________________________________________________________________________

OJT Completed

Opening Procedures

Closing Procedures

Cost and Retail Invoices

Receiving Procedures

Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations

Sanitation Procedures

Scheduling

Notes



Cashier Development Program

1. Operate the cash register to itemize and total each customer’s purchases.2. Promptly report to work station at the beginning of the shift, as well as after lunch and break.3. Acknowledge and follow all cashier policies and procedures.4. Performdutiesinasafeandefficientmanner,consistentwithstoresafetypolicies.5. Acknowledge, greet and project a positive attitude, and thank each customer.6. Collect cash, checks or charge payments from customers, and tender accurate change in accordance with store policy and procedures.7. Perform price checks as needed.8. Effectively handle customer complaints and contact a manager when necessary.9. Assist with clean up of spills, breakages and other maintenance duties at the check stand area.10. Participate in development activities to increase personal skill level; improve overall department processes and customer service.11. Maintain an organized and clean work area; clean belt and register regularly.12. Perform other duties as assigned by the department head or other management personnel.13. Perform ID checks when ringing up alcoholic beverages and cigarettes.

This position provides prompt, friendly, reliable service and assistance to customers at the checkstand, creating a unique and satisfying shopping experience that will exceed their expectations. A cashier must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficienciesofthestore’sfrontend,youarewellon your way to becoming a successful cashier and contributing to the overall success of your department.





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Alcohol Sales Awareness

Cashier

Courtesy Clerk

Tobacco Sales Awareness

WIC Cashier Basics

Online Training CertificatesOJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling

On-the-Job Training Programs

Notes




Cashier Development Program


Courtesy Clerk Development Program

This position provides friendly, courteous and helpful assistance to customers at the checkstand by bagging groceries, providing carryout service of purchases and working in other areas of the store as assigned. A courtesy clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’sfrontend,youarewellonyour way to becoming a successful courtesy clerk and contributing to the overall success of your department.

1. Performtasksinasafeandefficientmanner,consistentwithstoresafetypolicies and procedures.2. Bag customer purchases in accordance with store procedures.3. Handle groceries with extreme care; separate like items.4. Sort and return items to their proper locations, giving priority to refrigerated and perishable items.5. Perform price checks as requested.6. Collect shopping carts from the parking lot and surrounding areas, then return them to the store.7. Assist with clean up of spills, breakages and other maintenance duties as assigned.8. Retrieveitemsthatcustomersareunabletoreach,liftorfind.9. Participate in development activities to increase personal skill level; improve overall department processes and customer service.10. Maintain an organized and clean work area.11. Perform other duties as assigned by management personnel.


Courtesy Clerk Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Courtesy Clerk

Online Training Certificates

OJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling



Notes




Deli Clerk Development Program

This position provides quality customer service by maintaining and operating the deli department in an efficientmannerthatfollowsstorepolicies.Properperformanceofthispositionisessentialtoachieving and maintaining healthful, sanitary and suitable shopping conditions. A deli clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficienciesofthestore’sdelidepartment,youarewell on your way to becoming a successful deli clerk and contributing to the overall success of your department.

1. Performdutiesinasafeandefficientmanner.2. Possess basic knowledge about the different types of lunch meats and cheeses, with the ability to make suggestions and sell to customers.3. Greet and wait on customers by slicing, cutting, weighing, packaging and pricing products.4. Carry delicatessen stock to storage or shelving areas.5. Stock refrigerated cases and other displays; keep them properly faced at all times and in accordance with department standards.6. Display all merchandise in an attractive, appealing, neat and colorful manner.7. Keep perishable merchandise rotated in accordance with department policies and product code dates.8. Assist in building department displays for maximum sales and turnover.9. Assist in ordering and maintaining inventory control and supplies.10. Assist in preparation of food products.11. Assist in receiving and unloading merchandise.12. Check products for quality, counts and conditions.13. Handle damaged and spoiled products according to department procedures, and assist in controlling the levels of these goods.14. Maintain general housekeeping, as well as sanitation and a cleaning program that meets the standards established by the department and all applicable health regulations.15. Participate in development activities to increase personal skill levels and improve overall department processes and customer service.16. Perform other duties as assigned by the head of the department or by other management personnel.


Deli Clerk Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Deli Clerk


OJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling



Notes




Floral Clerk Development Program

Thispositionprovidesqualitycustomerservicebymaintainingandoperatingthefloraldepartmentinanefficientmannerthatfollowsstorepolicies.Properperformanceofthispositionisessentialtoachievingandmaintaininghealthful,sanitaryandsuitableshoppingconditions.Afloralclerkmustfollowtheseessential responsibilities:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’sfloraldepartment,youarewellonyourwaytobecomingasuccessfulfloralclerkandcontributingtotheoverallsuccessofyourdepartment.

1. Performtasksinasafeandefficientmanner.2. Possessbasicknowledgeofdifferenttypesofflowers,withtheabilitytomake suggestions and sell to customers.3. Greet and wait on customers by decorating, arranging, packaging and pricing products.4. Carryfloralstocktostorageorshelvingareas.5. Display all merchandise in an attractive, appealing, neat and colorful manner.6. Rotate perishable merchandise in accordance with department policies and product code dates.7. Assist in building department displays for maximum sales and turnover.8. Assist in ordering and maintaining inventory control and supplies.9. Assist in the receiving and unloading of merchandise.10. Check products for quality, counts and conditions.11. Handle damaged and spoiled goods; assist in controlling these goods.12. Maintain general housekeeping and a regular sanitation and cleaning program that meets the standards established by the department and all applicable health regulations.13. Participate in development activities to increase personal skill levels and improve overall department processes and customer service.14. Perform other duties as assigned by the department head or by other management personnel.


Floral Clerk Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Floral Clerk


Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling



Notes



Frozen Foods and Dairy Clerk Development Program

This position maintains the pricing, stocking, display and rotation of merchandise in the frozen foods and dairy departments. It controls frozen foods and dairy ordering and receiving functions and provides quality customer service. A frozen foods and dairy clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthefrozenfoodsanddairydepartments,you are well on your way to becoming a successful frozen foods and dairy clerk and contributing to the overall success of your departments.

1. Performdutiesinasafeandefficientmanner,consistentwithstoresafetypolicies and procedures.2. Monitor the receiving and unloading of frozen food and dairy merchandise to: • Ensurethatfrozenfoodanddairyreceivingaccuratelyreflectstheitems and counts listed on vendor invoices. • Ensureaccuratebillingandpricing. • Checkproductstoconfirmquality,countandcondition. • Enforcereceivingproceduresaccordingtostorepolicy.3. Order necessary merchandise and supplies for the frozen food department according to store procedures.4. Ensure effective inventory control to maximize sales and turnover, as well as minimize over and under stocks.5. Keep refrigerated or frozen displays and shelves well stocked according to tag locations.6. Ensure proper storage for all frozen food and dairy merchandise according to store procedures.7. Ensure that all merchandise is rotated in accordance with store policy and product code; pull all out-of-code merchandise.8. Ensure that all frozen food and dairy merchandise is properly priced; ensure price changes are implemented in a timely manner that is in accordance with store procedures.9. Ensure front end (POS) accuracy and integrity.10. Monitor and enforce a regular and effective housekeeping program throughout the department.11. Keep all frozen food and dairy cases clean and in accordance with prescribed procedures; monitor temperatures and operating conditions of storage area and refrigerated cases.12. Ensure that the frozen food and dairy departments respond promptly to emergencies or potential safety hazards such as spills, broken glass or containers.


Frozen Foods and Dairy Clerk Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Frozen Foods and Dairy Clerk

Grocery Stocker


OJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling



Notes




Grocery Stocker Development Program

This position provides quality customer service by keeping grocery items stocked throughout the grocery department. Proper performance of this position contributes to and ensures achievement of suitable shopping conditions. A grocery clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’sgrocerydepartment,youarewell on your way to becoming a successful grocery clerk and contributing to the overall success of your department.

1. Performdutiesinasafeandefficientmanner,consistentwithstoresafetypolicies and procedures.2. Stock and store grocery items on shelves or in storage areas by following proper procedures.3. Open cartons and boxes and price items accurately and legibly; keep store management informed of pricing problems or discrepancies; keeps perishable merchandise rotated in accordance with store policy, product code dates and pull out of code merchandise.4. Face all products in assigned sections.5. Assist in receiving and unloading merchandise; check and verify grocery receiving, count, quality and conditions.6. Assist in building store displays for maximum sales and turnover.7. Perform price checks as requested.8. Retrieveitemsthatcustomersareunabletoreach,liftorfind.9. Assist the front end as a checker, when needed.10. Assist with clean up of spills, breakages and other maintenance duties as assigned.11. Participate in development activities to increase personal skill level and improve overall department processes and customer service.12. Maintain an organized and clean work area.13. Perform other duties as assigned by the department head or other management personnel.


Grocery Stocker Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Grocery Stocker


OJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling



Notes



Meat Apprentice Development Program

This position will require you to provide quality customer service by cutting meat and preparing related products in the variety, size, quality and trim prescribed by the store and department standards. A meat apprentice must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’smeatdepartment,youarewellon your way to becoming a successful meat apprentice and contributing to the overall success of your department.

1. Performdutiesinasafeandefficientmanner.2. Greet customers and provides them with prompt and courteous service or assistance as needed.3. Assist in checking and verifying meat department receiving when necessary.4. Assist with weighing and breaking down meat products.5. Carry products to refrigerated storage or shelving areas 6. Ensure all meat cuts are properly trimmed and attractively presented. 7. Ensure product pricing makes adequate allowances for tare weights and shrink as applicable.8. Price and display product cases when directed to do so by the department manager.9. Assist in wrapping and labeling product as required.10. Rotate all of the products in accordance with department policies and product code dates.11. Assist with scheduled inspections of packaged products for freshness and visual appeal, pulling products for re-wrapping as required.12. Check refrigeration equipment regularly for proper temperatures and performance.13. Take care of damaged and spoiled products according to department procedures; control shrink.14. Maintain a regular and effective housekeeping and sanitation program that meets all standards established by the department and all applicable health regulations.15. Participate in development activities to increase personal skill levels and improve overall department processes and customer service.





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Meat Wrapper

Level 2: Perishables

Meat Apprentice - An Introduction


Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling


Notes




Meat Apprentice Development Program


Produce Clerk Development Program

This position provides quality customer service by maintaining and operating the produce department, including the trimming and preparation of merchandise according to store and department standards. Proper performance of this position contributes to and ensures achievement of suitable shopping conditions. A produce clerk must follow these essential responsibilities and duties:

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’sproducedepartment,youarewell on your way to becoming a successful produce clerk and contributing to the overall success of your department.

1. Performtasksinasafeandefficientmannerthatisconsistentwithstoresafety policies and procedures.2. Possess basic knowledge of the products available in produce, including seasonal products.3. Price and display products in cases as directed by the department manager; keep displays, shelves and refrigerated cases properly stocked and faced at all times, according to product movement and department standards.4. Follow approved procedures for code dating, trimming, crisping, storing, price marking and restocking of products.5. Code-date and rotate all perishable merchandise to ensure quality and freshness.6. Assist in checking and verifying produce department receiving when required.7. Handle damaged and spoiled products according to department procedures, and assist in controlling the level of damaged goods.8. Perform price checks as requested.9. Retrieveitemsthatcustomersareunabletoreach,liftorfind.10. Maintain good housekeeping and sanitation standards in compliance with store policies and applicable health regulations.11. Assist with the clean up of spills, breakages and other maintenance duties.12. Participate in development activities to increase personal skill level and improve overall department processes and customer service.13. Perform other duties as assigned by the department head or other management personnel.


Produce Clerk Development Program





Welcome to IGA





Store Safety I

Stress Management

Level 1: Functions

Produce Clerk

Online Training Certificates On-the-Job Training Programs


OJT Completed

Opening Procedures

Closing Procedures



Ordering

Cleaning Procedures

Vendor Receiving

Scale Operations


Scheduling

Notes



Retail Store Manager Development Program

The store manager level is the pinnacle of the mid-management arena in the retail food industry. At this status, a store manager is not only responsible for the entire successful operation of the total store function, but he or she is also the lead person who must control, direct and provide for the dignity of all associates while also relating to the associate’s needs.

Along with the managerial responsibilities, store managers are initiators, motivators, professionals and protectors of the well-being of all associates. They should focus on listening, problem solving, recognizing associates and promoting positive behavior. Store managers are responsible for the technical and social environmentofthestoreanditsefficientandprofitableoperation.

Additionally: 1. Increasing knowledge is a key ingredient in a continuous improvement process. 2. Comprehension and retention of technical skills and experiences while managing personnel and the store operations also contribute to the improvement process.

Bycombiningtheseskillswithaninterestinimprovingtheefficiencyofthestore’soperation,youarewell on your way to becoming a successful retail store manager and contributing to the overall success of your department.


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HOW TO:

Register a student

Logon Enroll in a certification course Drop a certification course View your gradebook

Reports - types

Run reports

4PART

How To:


1Go to www.igainstitute.com.Click “Register Student.”

IMPORTANT: To register a student who speaks a language other than English, be sure to select the correct language at the top of the Institute’s website screen (above the tabs).

2 Fill out the registration form. Click “Complete Registration.”

IMPORTANT: - The information entered must be alphanumeric. -Thestorecodewassentinaconfirmationemailtothe person who registered your store. This code should bekeptconfidential. - Keep a record of all students’ usernames and passwords, because they are frequently forgotten.

3Verify that the student has been registered as an employee of the correct store.

4The system will send an email with the username and password to the student’s email account.

REGISTER A STUDENT

How To:


LOGON

1Logon at www.igainstitute.com.

2Enter your username and password.

Students receive their username and password after being registered by the store’s training coordinator.

Note: To retrieve a forgotten or lost username, the person in the store with administrator

rights can run a Student Report. See How To: Run Reports (p.67).

How To:


ENROLL IN A CERTIFICATION COURSE



3Select how you would like to view the course listing: All Courses or Enrolled Courses. Click Submit.

Links to both views are available at all times.

4On the All Courses page, click the Enroll button next to the course course you would like to take.

If you are already enrolled in a course, the button will read Start.

Users can enroll in any of the listed courses.

Your Store NameYour Name

Employee

How To:


ENROLL IN A CERTIFICATION COURSE

5The course will start in its own window.

You can navigate the course using the links in the left panel or by using the Forward arrow.

Mostcoursesincludethreetofivepost-tests.Toobtaincertificaton,youneedtopassallpost-testswithascoreof 80% or higher. You may take the post-tests as many times as necessary.

How To:




3Select Enrolled Courses and click Submit.

4On the Enrolled Courses page, click the Drop button next to the couse you would like to drop.

You can always re-enroll in the course.

DROP A CERTIFICATION COURSE

Your Store NameYour Store NameYour Name

Employee

How To:


5Click OK in the drop confirmation window.

6Click Return to go back to the Enrolled Courses page.

DROP A CERTIFICATION COURSE

How To:


Your Name Your Store Name





4Click on the Grades link in the upper left corner.

VIEW YOUR GRADEBOOK (COURSES/SCORES/CERTIFICATES)

Employee

How To:


YOUR GRADEBOOK Each Gradebook includes the following:

5a. Your course history

5b. Your test scores5c. Your certificates

5A Your course history: The Gradebook lists all courses you have completed and those

you are working on (incomplete).

5BYour test scores: Click on Details, located to the right of the course’s name.

A window displays the name of each post-test along with your scores, status and test dates.

The test information is listed in chronological order, showingthemostrecentpost-testfirst.

5CYour certificates: Click on the certificate icon to the right side of the completed course

name.

In the Certificate window, click the printer icon located in the toolbar. You may also select Print from the File menu.


Your Name

Course Name - Student Name

5A 5B5C

Your Name Your Store Name

5A

How To:



Familiarize yourself with the following, frequently used report terms: 1. BU: Business Unit

2. BU number:thecodethatidentifieseachstudent’sposition. •Managersareidentifiedbytheirposition,languageandstorecode,forexample:mgr_en_0000, where “mgr” stands for manager, “en” for English (“es”=Spanish, “zh”=Mandarin, “ru”=Russian, “pt”=Portuguese and “jp”=Japanese) and “0000” is the store code. •Studentspositionsareidentifiedbythestudent’sstorecodeandlanguage.Forexample:0000_en. 3. Knowledge position: refers to the position the student occupies in the system—a manager or a student.

Managers of the online training program have six different reports to help them manage their organization’s programs. Each report is shown below.

REPORTS - TYPES

1”1-Click Report”

“1-Click Report” tracks the course enrollments of the students in your organization. It shows all the course enrollments of the past 12 months. (This report is available ONLY as an Excel spreadsheet.)

2”Registration Report”

Much like the previous report, “Registration Report” also tracks the course enrollments of the students in your organization.However,unlike“1-ClickReport,”thisreportallowsyoutofilterbycourse,student,storeortimeperiod.Forexample:thefirstquarteroftheyear(Jan.1—Mar.31).

3”Store Enrollment Report”

Like the previous two reports, “Store Enrollment Report” tracks the course enrollments of the students in your organization. However, this report shows you ALL course enrollments, beginning with the day your organization was registered.

#

#

#

How To:


REPORTS - TYPES

5”Students Report”

“Store Students Report” tracks the information of all students in your organization. This information includes the store the students belong to, their positions, names, usernames, emails, language preference, status and the dates when they were assigned to their position.

4”Store Information Report”

“Store Information Report” shows information about your organization’s hierarchy, such as headquarters, stores and positions.

6”Student Test Details Report”

“Student Test Details Report” tracks the results of every post-test a student has taken. It shows the highest score obtained in a post-test for each course enrollment.

#

How To:


RUN REPORTS





4On either course list page, click the Tools link in the upper left corner.

Employee

How To:


RUN REPORTS

5In the TKM Tools window, click on the link next to the report you would like to run.

This list may be differ, depending on your access rights.

6In the Report Wizard window, follow the instructions.

Note: The windows described in the cells below will differ slightly, depending on each report. The report you choose may have less windows than what you will see here.

7Introduction: Window 1This Window Explains the Report.

Note: The windows shown in steps 8 and 9 only appear in the following reports:

1. “Registration Reports”2. “Store Enrollment Report”

3. “Students Report”

-------------------------------------->Click Next Step

8Introduction: Window 2Find an organization/store/position.

Type the store name in the text box labeled “Name of Business Unit or Position” and/or the store code in the textboxlabeled“BusinessUnitIDorIdentifier.” ------------------------------------->Click Next Step

TIP 1: Some reports allow you to leave all or some of the parameters blank. The resulting report

include all the applicable records for your organization.

TIP 2: “Business Unit” refers to the name of your organization. “Position” refers to the

“Employee” or “Manager.”

TIP 3: You can choose to view the report as an Excel document or Webpage. (Exception: “Click

report” is Excel only.)

Your Name Your Name

How To:


9 If you select the store name, it will include both the manager and employee positions.

-------------------------------------->Click Next Step

10The“DisplayOrder”boxshowsthedefaultfieldsthatwill be included in the report.

Youcanadd,removeandchangetheorderofthefields.The next time you access the report, it will return to the defaultfields.

-------------------------------------->Click Next Step

11Format and Filter Window

- Format: Select whether to view the report as an Excel document or Webpage.- “Search criteria” filter: (OPTIONAL) Choose to run the reportforspecificfieldvalues.Forexample:Youcould view only the enrollments of a particular course. Search fieldsvaryfromonereporttothenext.- “Sort by” filter:(OPTIONAL)Chooseafieldbywhich to sort the report data. ----------------->Make selection and click Next Step

12When you click Next Step in the Format and Filter Window, the system will begin running the report.

RUN REPORTS

OPTIONAL

Format Sort Filter

Introduction: Window 3Select an organization/store/position.

Define Fields Window

Running Report Window


How To:


RUN REPORTS

WEBPAGE

EXCEL

EXCEL

EXCEL

13Webpage Format

If you chose Webpage, the report will display automatically.

13Excel Format

If you chose Excel, a banner beginning with the phrase, “To help protect…” will display below the menu. Click on this banner to display a pop-up menu, then click Download File. (Recommended browser: Internet Explorer.)

14Excel Format

In the File Download Window, click Open.

15Excel Format

The report will open in an Excel document.


APPENDICES AND BIBLIOGRAPHY

APPENDIX 1: IMPLEMENTATION CHECKLIST

APPENDIX 2: FORMS AND WORKSHEETS

APPENDIX 3: BIBLIOGRAPHY

5PART


1. Mission: ________________________________________________________________________________

2. Business Goal: __________________________________________________________________________

3. Point of Differentiation a. ___________________________________________________________________________________ b. ___________________________________________________________________________________ c. ___________________________________________________________________________________

4. Training Goal(s): ________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________

5. Identify individual(s) to fulfill these roles at the store and organization level: Owner/Manager _______________________________________________________________ Coordinator ____________________________________________________________________ Internet savvy support _________________________________________________________

6. Where to complete training: At work Off-site Both

7. Identify the computer(s) that meets the minimum system requirements. Location ________________________________________________________

8. Compensation for training No Yes If so, What? ___________________________________ 9. Plan the organization hierarchy and who will have access at what level. Send registration request to the Institute

10. Employee registration policies: Self-registration Centralized registration Public store code Private store code Student email Store email _____________________________ Username format ________________________________________________ Password format _________________________________________________

11. Requirement policy: Make it a condition of employment Make it mandatory Tie it to performance reviews Tie it to promotions Tie it to pay increases Make it a condition of cross-training ________________________________________________________________ ________________________________________________________________

APPENDIX 1: Implementation Checklist


12. Recognition policies: Achievement levels (based on curriculums) Top students of the month / quarter / semester / year Departments with the most students / completions Top manager’s teams ____________________________________________________________________ ____________________________________________________________________

13. Incentive policies: Cash reward for course completions $25 gift certificate Time compensation Pay for training time Gifts: lottery tickets, pins, mugs, etc. Reward points for off-site training, Ex. Supermarket Management Class. Management rewards for team success (store & departments) ____________________________________________________________________ ____________________________________________________________________

14. Annual online training program cycle: Yes No

15. Career Development Plan: Yes No

16. Student training plan worksheet: Yes No

17. Customization opportunities: Introductory course Customize existing course Customize the look and feel of the online training site ____________________________________________________________________

18. Compliance training: “Food Safety and Sanitation” “NY Food Safety and Sanitation” “NY Tobacco Law Compliance” “Sexual Harassment”

19. Train the staff that is going to manage the online training: Institute’s Orientation program for managers and coordinators Institute’s online course, “Welcome to Web-based Training for Managers” __________________________________________________________________ __________________________________________________________________

20. Blend online training with current learning activities in the organization: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

IMPLEMENTATION CHECKLIST


IMPLEMENTATION CHECKLIST

21. Rollout meeting: Present the training program. - Present the coordinators - Explain the policies, procedures, incentives Emphasize the fact that anybody can use this technology. Demo the system: - The website - The Gradebook and Diploma - How to logon - How to drop a course - The “Welcome” course - Student registration cards - A second course with post-test

22. Online training orientation for new employees: Who _______________________________________________________________ When _______________________________________________________________


APPENDIX 2: Forms and Worksheets http://www.igainstitute.com/resource_center/overview.asp

Minimum - 56K or greater Broadband solutions (recommended)

233MHz processor or higher (Pentium processor recommended)

128 MB (256 recommended)

500 MB minimum

Win 98 minimum

Embedded Sound Card

15 in. (minimum recommended)

1024 x 768 pixels (recommended)

IE 6.0 or greater (recommended) - microsoft.com/downloads

Shockwave - adobe.com/shockwave/downloadAdobe Flash Player - adobe.com/shockwave/downloadAcrobat Reader - adobe.com/products/acrobat/readstep2.htmlReal Player - real.com

Quick Time - apple.com/quicktime/download/Windows Media Player - microsoft.com/downloads/

If students are using online training time to visit other internet sites, you may consider investing in internet access control softwaretodefinewhichwebsitesthestudentcanvisitwhenusing the store computer. Below are links to two such applications: Browse Control - cyberwebpro.com/browse_control/ browsecontrol.html Cyber Patrol - cyberpatrol.com/_product.asp

Headphones are Optional

Connection speed:

Processor Speed:

Memory or RAM available:

Hard Drive Space:

Operating System:

Sound card and speakers:

Monitor size:

Monitor Resolution:

Web Browser:

Web Browser Plug-ins:

Media Players:

Internet Access Control (optional):

Optional:

Technical Requirements


Parent Co.

Store Nam

eStreet A

ddressC

ityState

Country

PhoneFax

Email

First Nam

eLast N

ame

Job Title

Organization/Store/M

anager Registration Worksheet



Congratulations on your achievement!

Up to 7

8 - 22

23 - 36

37 - 49

50 plus

Stars Courses Competed Student

“Learning is a treasure that will follow its owner everywhere.” Chinese Proverb

On August 12, 2010 by _________________________________



Stars Courses Competed Student

Student Training PlanName:

Hire Date:Title/Position:

Supervisor:

R Store Orientation

R On-the-Job Training Session

R Welcome to Web-Based Training (online)

R Customer Service and Professionalism (online)

Required (R) Optional (O) Course or Event Due Completed



Date In Out Student Authorized By

Computer Sign-Up Sheet




Contact List

At the Store:

For the store’s online training policies and procedures:Name:__________________________________________

For technical questions:Name:__________________________________________

At the Institute:

FAQ: http://www.igainstitute.com/faqs/faqs.asp

Ourwebsite’sFrequentlyAskedQuestionstabisyourfirstsource of information. Besides the answer to common questions, it provides step-by-step instructions on task like registering a student or dropping a course.

IGA Institute Help Desk :

1-800-321-5442Weekdays from 8:00 a.m. – 5:00 p.m. (Central time)[email protected]

Take advantage of this free service. We will be able to assist you with your problems, questions and comments related to the online training system and all Institute programs.


Bibliography

Andriole, S. J. (1997, August). Requirements-Driven ALN Course Design, Development, Delivery & Evaluation. Journal of Asynchronous Learning Networks (Vol. 1:2).

Arbaugh, J.B. (2005). How much does “subject matter” matter? A study of disciplinary effects in on-line MBA courses. Academy of Management Learning & Education (Vol. 4), 57-73.

Benbunan-Fich, R., Hiltz, S. R., & Turoff, M. (2003, March). A comparative content analysis of face-to-face vs. asynchronous group decision making. Decision Support Systems (Vol. 34, N. 4), 457-469.

Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. San Francisco, CA: Pfeiffer.

Bohlander, G., Snell, S., & Sherman, A. (2001). Managing Human Resources (12th ed.). Australia: South-Western.

Bossidy, L., Charan, R., & Burck, C. (2002). Execution: The Discipline of Getting Things Done. New York, NY: Crown Business.

Carter, L., Ulrich, D. & Goldsmith, M. (Eds.). Best Practices in Leadership Development and Organization Change: How the Best Companies Ensure Meaningful Change and Sustainable Leadership. San Francisco, CA: Pfeiffer.

Goldstein, I. L. & Ford, J. K. (2002). Training in Organizations (4th ed.). Australia: Wadsworth.

Jones, A. (1999). The Road to Retention: Build and Keep a Strong Workforce. Ithaca, NY: Cornell University.

Kaye, B. L. & Jordan-Evans, S. (2000, December). The ABCs of Management Gift-Giving – Staff Gifts Can Help Retain Employees. American Society for Training & Development.

Kirkpatrick, D.L. (1998). Evaluating Training Programs: The Four Levels (2nd ed.). San Francisco, CA: Berrett-Koehler.

Kirkpatrick, D.L. & Kirkpatrick, J.D. (2005). Transferring Learning to Behavior: Using the Four Levels to Improve Performance. San Francisco, CA: Berrett-Koehler.

Knowles, M.S., Holton III, E.F., & Swanson, R.A. (1973). TheAdultLearner:TheDefinitiveClassicinAdult Education and Human Resource Development (5th ed.). Woburn, MA: Butterworth-Heinemann.

Lewis, G. (1996). The Mentoring Manager. London, UK: The Institute of Management.

Maxwell, J. C. (2008). Mentoring 101: What Every Leader Needs to Know. Nashville, TN: Thomas Nelson.

APPENDIX 3:


Megginson, D., Clutterbuck, D., Garvey, B., Stokes, P. & Garret-Harris, R. (2006). Mentoring in Action: A Practical Guide for Managers. London: Kogan Page.

Noe, R. A. (2008). Employee Training & Development (4th ed.). Boston, MA: McGraw-Hill.

Perlow, R. (2001). Training and Development in Organizations: A Review of the Organizational Behavior Management Literature. In C. Merle Johnson, William K. Redmon, Thomas C. Mawhinney (Eds.). Handbook of Organizational Performance: Behavior Analysis and Management (pp. 169-172). Philadelphia, PA: Haworth Press.

Robbins, S. P. (2003). Organizational Behavior (10th ed.). Delhi, India: Pearson.

Stockley, D. (2006, February). Implementing E-Learning Successfully. EI Magazine (Vol. 2, issue 7), 34–36.

Stolovitch, H. D. & Keeps, E. J. (2002). Telling Ain’t Training. Alexandria, VA: ASTD Press.

Toffler,A.&Toffler,H.(1999).Rethinking the Future: Rethinking BusinessPrinciples, Competition, Control and Complexity, Leadership, Markets and the World. London, UK: Nicholas Brealey

Wick, C., Pollock, R., Jefferson, A., & Flanagan, R. (2006). The Six Disciplines of Breakthrough Learning: How to Turn Training and Development into Business Results. San Francisco, CA: Pfeiffer.

APPENDIX 3:

IGA Coca-Cola Institute8745 West Higgins Road, Suite 350

Chicago, IL 60631

p. 773.695.2611p. 800.321.5442f. 773.693.9178

[email protected]

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